National research shows that students attending arts-rich schools have higher levels of motivation and better academic and social success. This report, the first in a series of three on the Creative Learning Initiative, is used to track the progress of our district's investment in the whole child through the arts and creative teaching at each campus. To view the interactive report, click on the link below, then use the green drop down menu in the upper left corner to select “Creative Campus Profiles.”

This evaluation report presents a baseline description of outcomes for the 2017-2018 school year, the first year of GEAR UP Austin implementation in AISD. Specifically, the report describes program implementation, students' participation in GEAR UP Austin, and baseline student academic and college preparation outcomes.

This report describes English language learners who were more likely to exit the language program within 5 years of 1st-grade enrollment. A summary of student academic performance associated with successful exit and long-term ELL status is provided.

In Fall 2016, the Families as Partners Initiative, funded by the W.K. Kellogg Foundation, hosted its first parent camp for families of five schools in North Austin. This report describes the camp activities and summarizes the feedback parents provided about their experience.

On average, kindergarten English language learners (ELLs) had lower scores on the TPRI/Tejas Lee and DRA/EDL at the end of the 2009-2010 school year than did non-ELLs. For first graders, no significant difference was found between Spanish-speaking ELLs and non-ELLs on the TPRI/Tejas Lee.

Students who attended Read pre‐K in 2006-2007 performed better than the state average on their Spring 2011 3rd grade math TAKS and had a greater percentage scoring commended on math TAKS than did other AISD pre-K students or those assumed to qualify for pre‐K.